Curriculum Newsletter: Year 1 Squirrels Ladybridge Primary School

Year 1 Curriculum Information 2014 –2015 Please keep this booklet for future reference

Class Teacher—Mrs. M. Phillips

Teaching Assistant—Miss N. Vaghela

Parents guide to the new National Curriculum Every state-funded school must offer a curriculum which is balanced and broadly based and which: promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and prepares pupils at the school for the opportunities, responsibilities and experiences of later life.

The national curriculum provides an outline of core knowledge around which our teachers develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum. Fundamentally, the national curriculum sets out what your child is supposed to learn and when. A new version will be introduced in September 2014.

Why the changes?

The current Government's view was that the old curriculum wasn't sufficiently challenging. They have developed the new one partly by comparing England's curriculum to those in other countries. The idea is for children to "go further...at an earlier age" and it's clear that expectations are considerably higher for any given year group. Whilst some of the content is totally new, existing topics will be introduced a year or two earlier than would currently be the case for most children.

Does the new curriculum cover subjects beyond Maths and English?

The new curriculum, like the old curriculum, encompasses other subjects too – from Science and RE to History and Geography. What's different is the content. Changes include more programming within ICT/ computing and compulsory cookery lessons.

On the following pages we have provided a summary of the programmes of study for each key stage so that you are aware of what your child has to learn during key stage one and key stage two.

Key Stage One

Ages 5 – 7

Years 1 and 2

Key Stage Two

Ages 7 - 11

Years 3, 4, 5 and 6

The curriculum map outlines how your child’s class teacher has personalised the programmes of study for each national curriculum subject. This booklet also contains important information regarding homework, spellings, reading, PE and your child’s class assembly date so please keep this booklet in a safe place for future reference.

If you want to keep up to date with what is happening with our curriculum, please keep viewing our school website: www.ladybridgeprimaryschool.co.uk the site works best on 'Google chrome'.

Any questions regarding the new curriculum should be discussed with your child’s class teacher.

Curriculum Map Term Whole School Events

Autumn

Spring

Summer

Halloween Disco, Christmas Fair, Talent Show, Easter Egg Bingo Summer Fair, Bollywood Bonanza, Sports Day, Talent Show

Theme days/Weeks

Industry Week SUper Learning Day

Inspirationa l visits/ visitors

PDSA

English

Lists, Captions and Labels Information Texts

St. John Ambulance

East Lancashire Railway Manchester Airport Viewing Park

Stories about Fantasy Worlds

Instructions

Recounts

Traditional Tales and Fairy Tales

Stories with Familiar Settings

Performance Poetry

Performance Poetry

Performance Poetry Maths

place Value, Addition and Subtraction, Money, Measures, Shape, Doubling and Halving, Data Handling

Computing

Basic Skills logging on/off.

2paint a picture

2go (Control Devices)

2paint a picture

Photo simple

Music Toolkit

2animate

Introduction to the Internet

Audacity 2create a Superstory

E-Safety 2tell a story

2go (Controlling Devices)

(Creating pictures using tools) E - Safety

Place Value, Addition and Place Value, Addition and Subtraction, Money, Subtraction, Multiplication Measures, Shape, Douand Division, Fractions, bling and Halving, SeMoney, Measures, Shape, Doubling and Halving, Sequences, Data Handling quences, Data Handling

2DIY (Control)

2investigate (Databases) Science

Seasonal Changes

Seasonal Changes

Seasonal Changes

Animals including Humans

Everyday Materials

Plants

Art and Design

Picasso

Claude Monet

William Morris

Design Technology

Textiles: Clothing

N/A

Food

Geography

Continents and Oceans Maps, Atlases and Globes

Non-European Contrasting Continents and Oceans Locality Maps, Atlases and Globes

History

Fashion and Music

Medicine and Health

Exploration

Religious

Christianity

Christianity and Hinduism

Islam

Education

Leaders and Teachers

Stories

Symbols

Celebrations and Stories

Symbols and Teachers

Celebrations and Stories

Physical

Ball Games (Invasion)

Gymnastics

Education

Dance

Ball Games (Net and Wall)

Striking and Fielding Games Athletics

Music

PSHE

Singing, Playing , Composing, Listening

Singing, Playing , Composing, Listening

Singing, Playing , Composing, Listening

Animals inc. Humans

Everyday Materials

Exploration

Living in the Wider World

Health and Wellbeing

Relationships

The following pages are a summary of the programmes of study for the following subjects: English Maths Science History Geography Computing Music Art and Design PE (Physical Education) RE (Religious Education) Personal, Social, Health and Economic Education (PSHE) If you would like more information regarding the new National Curriculum then please visit the following website: Curriculumwww.gov.uk/government/collections/nationalcurriculum

English The national curriculum for English aims to ensure that all pupils:  read easily, fluently and with good understanding  develop the habit of reading widely and often, for both pleasure and information  acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language  appreciate our rich and varied literary heritage  write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences  use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas  are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

Maths The national curriculum for mathematics aims to ensure that all pupils: 

become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.



reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language



can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions

Science Pupils are taught to:  



develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

History Pupils are taught about: 

changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life



events beyond living memory that are significant nationally or globally



the lives of significant individuals in the past who have contributed to national and international achievements.



significant historical events, people and places in their own locality.

Geography Pupils are taught to: Locational knowledge 

name and locate the world’s seven continents and five oceans



name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas

Place knowledge 

understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country

Human and physical geography  identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles  use basic geographical vocabulary to refer to:  key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather  key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop Geographical skills and fieldwork  use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage  use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map  use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key  use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.

Computing Pupils are taught to: 

understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions



create and debug simple programs



use logical reasoning to predict the behaviour of simple programs



use technology purposefully to create, organise, store, manipulate and retrieve digital content



recognise common uses of information technology beyond school



use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

Music Pupils are taught to:  use their voices expressively and creatively by singing songs and speaking chants and rhymes  play tuned and untuned instruments musically  listen with concentration and understanding to a range of high-quality live and recorded music  experiment with, create, select and combine sounds using the inter-related dimensions of music.

Art and Design Pupils are taught: 

to use a range of materials creatively to design and make products



to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination



to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space



about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

Physical Education Pupils are taught to: 

master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities



participate in team games, developing simple tactics for attacking and defending



perform dances using simple movement patterns.

Religious Education Pupils are taught to: 

explore different beliefs and cultures through the Bolton agreed syllabus



respect others and their choices



explore beliefs and practices of different religions and share ideas and opinions from the children.

Personal, Social, Health and Economic Education (PSHE) Core Theme 1. Health and wellbeing Pupils are taught: 

what is meant by a healthy lifestyle



how to maintain physical, mental and emotional health and wellbeing



how to manage risks to physical and emotional health and wellbeing



ways of keeping physically and emotionally safe



about managing change, such as puberty, transition and loss



how to make informed choices about health and wellbeing and to recognise sources of help with this



how to respond in an emergency



to identify different influences on health and wellbeing

Core Theme 2: Relationships Pupils are taught: 

how to develop and maintain a variety of healthy relationships, within a range of social/cultural contexts



how to recognise and manage emotions within a range of relationships



how to recognise risky or negative relationships including all forms of bullying and abuse



how to respond to risky or negative relationships and ask for help



how to respect equality and diversity in relationships

Core Theme 3: Living in the wider world – Economic wellbeing and being a responsible citizen Pupils are taught: 

about respect for self and others and the importance of responsible behaviours and actions



about rights and responsibilities as members of families, other groups and ultimately as citizens



about different groups and communities



to respect equality and to be a productive member of a diverse community



about the importance of respecting and protecting the environment



about where money comes from, keeping it safe and the importance of managing it effectively



how money plays an important part in people’s lives



a basic understanding of enterprise

Organisational Information

Homework: Homework will be given out every Friday to be returned to school the following Wednesday.

Reading: Children will read to an adult twice weekly in school. We encourage children to read daily with an adult at home. Children may change finished reading books as often as daily.

PE: PE will take place every Thursday.

Class Assembly Date: Wednesday 11th February